Social and Emotional Learning in Out-of-School Time Settings

There are many reasons to expect that embedding social and emotional learning (SEL) into out-of -school-time (OST) programming would benefit children and youth. OST settings provide a unique opportunity for promoting SEL as they tend to have greater flexibility in their goals and mission and do not face the curricular demands that can undermine SEL efforts during the school day. OST settings also tend to be less formal and structured, offering increased opportunities to develop the type of close, trusting relationships that enhance SEL. 

In addition, many of the goals of OST programs are also the goals of SEL programs, and at least one study indicates that OST leaders are more likely to say that SEL is central to their mission than education leaders. Moreover, research suggests that focusing on SEL in OST settings is beneficial for children and youth across a variety of desirable outcomes. 

A rigorous review of afterschool programs targeting SEL found that program participants demonstrated positive changes in feelings and attitudes, behavioral adjustment, and academic performance. 

In addition, evidence suggests that SEL outcomes improve when children and youth have opportunities to practice SEL skills across settings (i.e., school, home, afterschool), and when adult expectations are aligned across these settings. Not surprisingly, research also suggests that OST programs are most successful when they address the needs of the whole child, including social and emotional learning goals.Despite these findings, relatively few evidence-based OST programs have a primary or explicit focus on developing and fostering specific SEL skills.  

Rather than implementing evidence-based programs, OST organizations tend to report focusing more on creating a general climate that supports the development of SEL skills. Yet in order for schools and OST programsto work together to effectively promote SEL, it is important for OST practitioners to understand different approaches to SEL, to be clear about how they are supporting SEL skills, and to be proactive about connecting and coordinating with school partners.

The more intentional OST programs are about addressing SEL skills, the easier it will be to align efforts and expectations across settings.

This study reviews the evidence-based OST programs that explicitly target SEL. In addition, the study provides a set of guidelines and considerations for adapting SEL programs for OST and for making decisions about SEL programming that best fit the needs and goals of a particular context.